2. Title of the day’s lesson with a brief description:
The title of this lesson is “Quilts and Tradition”. This lesson will use the story, “The Keeping Quilt” as a tool to allow students to learn about traditions. We will discuss the traditions in the book as well as their own traditions within each of their families. Next the students will each design a quilt square, which will depict one of their families’ traditions. The students’ squares will be put together to make a quilt. To close the lesson, the students will share with the rest of the class their quilt square.
3. Materials/resources needed:
• A variety of colors of 10” x 10” construction paper squares.
• Pre-cut 2 inch pieces of yarn (any color)
• Markers
• World map
• A quilt
• A flannel board
• Pieces for the flannel board to depict parts of the story ( a quilt, a baby, a huppa, a table, a grandmother)
• Quilt activity directions
4. Teacher Preparation:
The book the Keeping Quilt by Patricia Polocco, will need to be checked out. A quilt for the students to sit on should be brought to the classroom. The flannel board pieces will need to be cut out and decorated. A variety of colors of 10”x10” paper will need to be cut out (one for each student). Holes will need to be punched in each of the corners of the squares in order to tie them together with yarn. Two inch pieces of yarn are needed for the paper quilt to be tied together.
5. Minnesota Academic Strand(s) and sub-strand(s):
a. World History
• Family Life Today and In the Past
b. Historical Skills
• Concepts of Time
6. NCSS Strand(s) and substrand(s):
a. Culture
• Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture
7. Goal(s) for today’s lesson:
a. Today the students will learn about traditions and how they may be passed from generation to generation.
8. Objective(s) for today’s lesson:
a. The students will understand the concept of traditions.
b. Each student will be able to give an example of their family’s traditions.
9. Procedures
a. Introductory experiences (7 minutes)
The students will gather in the reading corner and sit on a “story quilt”. Ask the students, “Does anyone know what you are sitting on?” Ask the students if they have any quilts at home. Tell the students that quilts are a type of fine art, and there are all different types of quilts. Explain to the students that many times quilting is considered an art form because they are created with beauty in mind.
Ask students what their favorite part of the quilt is. Tell the students they will be listening to a story about a quilt. Show students where Russia is on a map because it is mentioned in the story. Define unfamiliar words that they students would not understand before the story is read.
Babushka: A headscarf folded into a triangle, and worn by Russian women
Sabbath: A day of rest to worship. Saturday for Jews, and some Christians, Sunday for Christians, and Friday for Muslims.
Challah: A braided white bread served on holidays and Sabbath.
Huppa: a canopy traditionally used in Jewish weddings
Read the story, The Keeping Quilt, by Patricia Polacco.
b. Developmental experiences:
The Keeping Quilt discussion (10 minutes)
• The students will engage in a class discussion, retracing the life of the keeping quilt from the beginning to the end. A felt board will be used to show the life of the quilt and the pattern.
1. Why did Anna’s mother suggest they make a quilt?
-To help them always remember their home in Russia.
2. Where did they get the material to make the quilt?
-Anna’s dress and babushka
-a basket of old clothes which contained Uncle Vladimir’s shirt, Aunt Havalah’s nightdress, and Aunt Natasha’s apron
3. What was the quilt first used for?
-Anna’s family used the quilt as a tablecloth when they celebrated the Sabbath and ate challah and chicken soup.
4. What was the quilt used for next?
-It was the wedding huppa at Anna and Sasha’s wedding.
5. When Anna and Sasha had Carle, how was the quilt used next?
-Carle was wrapped in the quilt to welcome her warmly into the world.
6. What was the quilt used for next in the story?
-Carle and Georges wedding huppa.
7. After Carle and George were married, how did they use the quilt?
-The quilt was used to wrap baby Mary Ellen.
8. How did Anna (Lady Grandma) use the quilt when she had grown and became sick.
-She used the quilt to keep her legs warm.
9. Who inherited the quilt when Lady Grandma passed away?
-Mary Ellen.
10. What did Mary Ellen use the quilt for?
-Her huppa at her wedding.
11. What was the quilt used for next?
-It welcomed Patricia, the narrator, into the world.
-It was also used at Patricia’s tablecloth for her first birthday.
12. What patterns do you see in the life of the quilt?
-It was passed on through the family.
-the daughters used it as the huppa for their weddings
-The daughters used it to welcome their babies into the world.
-It was used as a tablecloth for special occasions.
Traditions: (10 minutes)
ii. Define “tradition” for the students.
1. tradition: the passing down of something from generation to generation.
a. What are some examples of traditions in the book?
-using the quilt to welcome a new baby into the world.
-Using the quilt as a tablecloth on the Sabbath.
-Using the quilt as the huppa for the wedding.
2. Describe some examples of personal family traditions.
-My mother makes homemade cinnamon rolls for special occasions such as holidays and birthdays.
-The day after Thanksgiving my whole family puts up the Christmas tree and all the winter decorations.
-On our birthdays we wake up to balloons in our bed.
3. Ask students what kinds of traditions we have as a class.
-Morning meeting to start the day.
4. Ask the students what traditions their families have.
1. If students are having a difficult time give them some ideas and ask if their families do any of them.
-When it is a family member’s birthday they get to choose the menu
- Run, jog, bike ride, or walk regularly as a family.
-Have brunch on Sundays.
-Every night tell a bedtime story.
-go to the same special place for vacation each year.
iii Quilt Activity: (13 minutes)
1. The students will make a square for a class quilt.
2. Have students line up at the table and pick 1 piece of a colored paper square, and directions for the quilt square.
3. Explain to students that they will draw one family tradition on their quilt square. It may be a scene of something, or it may be a picture of an object to represent the tradition. For example, if their tradition was to eat pizza every Friday night they may draw their family eating the pizza, or they may just draw a picture of the pizza.
4. They will write one sentence describing their family tradition.
5. The student will place their name on the quilt square in the upper right hand corner.
6. The students will tie their quilt squares together with yarn as they finish.
c. Culminating experiences (5 minutes)
1. The students will gather together and sit on the “story quilt” once again.
2. The students will each explain their own quilt square, and their families’ tradition depicted on the quilt square.
3. Ask the students to go home and discuss traditions with their family. Ask them to find out how some of their traditions came to be. Also ask them to inquire about any quilts that their families may have and if they have some, to ask questions about the quilt(s).
4. Say, “ As tradition in this class, after social studies comes (subject). Please follow this tradition and quietly walk back to your seat so we may begin (subject).”
11. Assessment(s) used during lesson:
b. During the lesson take note of the student’s responses of the questions asked after the story. I will also use their quilt squares as a form of assessment to make sure they understood the concept of tradition.
12. References:
(2005). Family quilts. Retrieved April 26, 2008, from 2 Sisters Quilting Shoppe Web site: http://www.2sistersquilting.com/pages/familyquilts.html
(2006). The homemaking cottage. Retrieved March 18, 2008, from Examples of family tradition Web site: http://www.homemakingcottage.com/family/familytrad.html
Esposito, Dawn (1998, October 27). Lesson plan on family history and past generations. Retrieved March 6, 2008, from Adprima student lesson plans Web site: http://www.adprima.com/social8.htm
Polocco, P (1988). The keeping quilt. New York, New York: Simon and Shuster Books for Young Readers.
The quilt the students will look at in class:
Quilt Activity Directions:
Family Traditions Quilt Activity
1. Pick up one piece of colored construction paper square at the table.
2. Get out markers.
3. Draw one family tradition on the quilt square. This may be a scene of something, or a picture of an object to represent the tradition.
4. Write one sentence describing your family tradition on the bottom of the quilt square, under the picture.
5. Write your name in the upper right hand corner.
6. When finished, take your quilt square to the table, and your teacher will give you yarn to tie your quilt square to your classmates.
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